The FAST Track ProgramConduct ProblemsPrevention Group

FAST Track is funded by the National Institute of Mental Health with additional support from the Department of Education and the

Center for Substance Abuse Prevention

Kenneth A. DodgeJohn D. Coie

Duke University

Robert J. McMahonUniversity of Washington

Ellen PinderhughesVanderbilt University

Mark T. GreenbergKaren L. Bierman

Pennsylvania State University

John E. LochmanUniversity of Alabama

Fast TrackDEVELOPMENTAL MODEL

Preschool Years

Early Child, Family, & Community Factors

Contribute to

Cross-situational Conduct Problems at School Entry

Mediated by:

Low Academic Achievement

Aggression and Disruptive Behavior at School and Home

Poor Peer Relations

Inadequate Home-School Communication

Ineffective Parenting

Disruptive Class Environment

Serious Antisocial Activity

School Drop-out and Failure

Psychological Problems in Adolescence

Elementary and Middle School Years

Adolescence

Fast TrackPREVENTION MODEL

Target High-risk Schools

and

Select First Graders with Pervasive Conduct Problems

Promote Competency in:

Academic Achievement

Child Coping/Problem Solving

Peer Relations

Parenting and Socialization

Home-School Partnership

Classroom Atmosphere

Reduce Adolescent Rates in:

Antisocial Activity

Substance Abuse

Psychological Problems

School Drop-out

AREAS OF INTERVENTION

AcademicAchievement

Child Coping/Problem-Solving

PeerRelations

Home-SchoolPartnership

Parenting &Socialization

ClassroomAtmosphere

FAST TRACK TIMELINE

YEAR (1991- 1993)

(2003- 2005)

GRADE 2 1285 74Kg 3 116 1091

ASSESSMENT

INTERVENTION

Screening

Implementation

Outcome/Mediators

School-entry Transition

Continuing Support

Middle School Transition

Continuing Support

INTERVENTION EFFECTS

Linear Growth Curve:TOCA-R Authority Acceptance

Intervention

Control

Normative

Kg Gr1 Gr2 Gr3

2.0

1.5

1.0

.5

INTERVENTION EFFECTS

Linear Growth Curve: PDR Oppositional Aggressive Behavior

Intervention

Control

Normative

Kg Gr1 Gr2 Gr3

.50

.46

42

.40

.44

.48

Fast TrackTWO PHASES OFPREVENTIVE INTERVENTION

Promoting Adaptive DevelopmentDuring the Grade School Years

• Intensive prevention efforts at the transition into elementary school (Grades 1-2)

• Continuing preventive support through elementary school (Grades 3-5)

Promoting Adaptive DevelopmentDuring the Grade School Years

• Intensive prevention efforts at the transition into middle school (Grades 5-7)

• Continuing preventive support during adolescence (Grades 8-10)

Fast TrackINTRVENTION COMPONENTSGRADES 1 and 2

Family

• Home Visiting

School• PATHS

• Tutoring

• Peer-Pairing

EnrichmentProgram• Parent Groups

• Friendship Groups

• Parent-Child Sharing Time

STAFFING RESPONSIBILITIES

FAMILY COORDINATOR (FC)

CLASSROOM TEACHER

TUTOR

EDUCATIONAL COORDINATOR (EC)

• Conducts Parent Groups, Parent-Child Sharing Time, Home Visits

• Coordinates with EC

• Conducts Friendship Groups

• Supervises Teachers with Tutors

• Coordinates with FC

• Teaches PATHS Lessons

• Conducts Reading Tutoring and Peer Pairing

IMPLEMENTATIONISSUES

Recruitment

• In person, at home

• Recruitment party

Attendance

• Flexible group times

• Familiar location

• Transportation

• Child care

• Parents are paid staff members

• Ethnically-matched staff

• Social support among group members

PARENT GROUP

• FAMILY-SCHOOL RELATIONSHIPS

• PARENTAL SELF-CONTROL

• REASONABLE/APPROPRIATE

EXPECTATIONS FOR CHILD

• PARENTING SKILLS

Fast TrackTHE DISCIPLINE PYRAMID

Clear Instructions

When-Then Rules

Praise + Ignoring

Praise

Positive Time

Increase“OK”Behaviors

DecreaseNot “OK” Behaviors

House Rules

Privilege Removal

Time Out

THE PROBLEM-SOLVING APPROACH

1 CALM DOWN

Use the Anger Control Technique if necessary

2 DEFINE THE PROBLEM

“What is the problem?”

3 WHAT ARE MY EXPECTATIONS

“What is the positive behavior I want my child to do?

(“Is this realistic?”)

4 SELECT STRATEGY FROM THE DISCIPLINE PYRAMID

“What should I do:

- right now

- in the longer term

THE PROBLEM SOLVING PLAN

PROBLEM IDENTIFICATION- What is my problem?

GOAL SELECTION

GENERATING ALTERNATIVES

- What do I want?

CONSIDERING CONSEQUENCES

DECISION-MAKING

IMPLEMENTATION

EVALUATION

- What can I do?

- What will happen if?

- What is my decision?

- Do it!

- Did it work?

Wasik et al., 1990

Fast TrackSTEPS FOR STAYING IN CONTROL

1 STOP- Identify your feelings

“I’m getting angry (upset, frustrated).”

2 REDUCE anger - Calm down. “I need to cool down. I’m going to . . .”

3 REWARD yourself. “I did a good job of staying in control.

I’m going to . . .”

Adapted from “Preparing for the Drug (Free) Years.” (copyrighted by Developmental Research and Programs, 1990).

HOME VISITING

• POSITIVE RELATIONSHIP WITH FAMILY

• GENERALIZATION OF PARENTING SKILLS

• PARENTAL SUPPORT FOR CHILD SCHOOL ADJUSTMENT

• PARENT PROBLEM-SOLVING AND COPING SKILLS

FAST TRACK METHODSTO DEVELOPFAMILY-SCHOOL PARTNERSHIP

• PARENT-CHILD READING ACTIVITIES

• SCHOOL-HOME NOTEBOOK

• TEACHER VISITS TO PARENT GROUP

• ASSISTEND PARENT VISIT TO CLASSROOM

• HOW TO HELP WITH HOMEWORK

• INCREASING POSITIVE INVOLVEMENT OF

OTHER FAMILY MEMBERS

Fast TrackPATHS CURRICULUM

• EMOTIONAL UNDERSTANDING

• SELF-CONTROL

• SOCIAL PROBLEM SOLVING

• PEER RELATIONS

Fast TrackFRIENDSHIP GROUP

• EMOTIONAL UNDERSTANDING

• SELF-CONTROL

• SOCIAL PROBLEM SOLVING

• FRIENDSHIP INITIATION

• COOPERATION

• NEGOTIATION

• CONFLICT MANAGEMENT

Fast TrackPEER PAIRING

• REINFORCE PATHS/FRIENDSHIP GROUP SKILLS

• REDUCE REPUTATIONAL BIASES

• STRENGTHEN SELF-EFFICACY

• PROMOTE GENERALIZATION WITH CLASSMATES

Fast TrackREADING TUTORING

• PROMOTE BASIC READING SKILLS

• COMPETENCY BASED PROGRESSION

• SUPPORTIVE ADULT-CHILD RELATIONSHIPS

Adolescent Group PreventionSessions (Grades 5-8)

• Parent-child communication and parental monitoring

• Conflict-resolution skills

• Sexual development

• Alcohol, tobacco, and drug use

• Identity, goals, decision-making skills

• Vocational and career development

• Middle school and High school transition support

Individualized AdolescentPrevention Services(Services offered based on individualized assessments)

• Academic tutoring

• Mentoring

• Supporting positive peer contact

• Home visiting and family problem-solving

• Job shadowing and vocational development support

• Liaisons with school and community agencies

Stages in Youth ViolencePrevention for Communities

Developmental Epidemiology

Efficacious Prevention

Effective Prevention

Community Public Policy

Goal:

Identify risk and protective factors to be targeted for intervention with particular children at optimal times

Create programs that can prevent youth violence in optimal circumstances

Create plans that do prevent youth violence when implemented in a community

Create plans that will prevent youth violence for whole communities

Methods:

• Prospective inquiry

• Regression analysis

• Mediation analysis

• Innovation

• Experiments

• Experiments

• Best practices

• Policy analysis

• Community action

• Training

• Funding & legislation